Respect and Protect McDowell County Schools
County Core Team Meeting
Amanda Farmer & Bonita Miano
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Review some R&P guidelines
Share barriers and ideas
Reenergize Core Teams
Focus on some trouble areas
Collaborate with other schools
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WV Schools will have a safe, orderly
environment conducive to learning for all that
promotes good character within a caring
culture.
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To ensure safety and well being of both
students and teachers.
To reduce the severity and frequency of and
eventually eliminate all incidents of violence
from the school setting.
To promote an intrinsic social consciousness
in our youth.
Eliminate two pervasive attitudes that spawn
violence: entitlement and tolerance.
Create a single school climate.
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“Everyone has a right
to a learning
environment where he
or she feels respected,
protected and safe.”
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Violence is any mean
word, look, sign, or act
that hurts a person’s
body, feelings, or
things.
Violence is not
tolerated at our school.
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1. View their students as the problem rather
than as their valued client.
2. Are sometimes part of the negative
subcultures that are hostile and critical of
change.
3. Believe that they are doing the best that
they can and do not search for new ideas.
4. Frequently share stories and historical
perspectives on the school that are often
negative, discouraging, and demoralizing.
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5. Complain, criticize, and distrust any new
ideas, approaches, or suggestions for
improvement raised by planning committees.
6. Rarely share ideas, materials, or solutions
to classroom problems.
7. Have few ceremonies or school traditions
that celebrate what is good and hopeful
about their place of work.
Good Managers
Bullies
Show students you care.
Bullies show who’s the boss.
Promote self-control
Bullied wield the school.
Have clear communicated
expectations.
Bullies rule by whim.
Use humor to diffuse disruptions.
Bullies use sarcasm that provokes
confrontation.
Speak with disruptive students
privately.
Bullies address misbehaviors
publicly to embarrass the child.
Address the misbehaviors
Bullies assault character.
Help all students feel successful
Bullies punish students who aren’t
successful.
View each student as unique
Bullies stereotype students.
Accept good behavior
Bullies make example of
misbehaving students.
Take responsibility for creating
orderly environment.
Bullies blame students for their
lack of classroom management.
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Staff
Student
Parents
Community Members
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You must have a SINGLE school culture.
A way of organizing and running a school. It
begins with shared norms, beliefs, values,
and goals.
Everyone must be consistent in their
procedures and practice.
It relates to your BEHAVIOR, ACHIEVEMENT,
and CLIMATE.
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1. Collective stance against violence.
2. Clear definition is defined, adopted, and
communicated to everyone including parents.
3. Policies and Procedures
4. Adult Supervision
5. School-Wide Rules
6. Extinguish enabling, entitlement, and
tolerance.
7. Prevention and Intervention Programs
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Respect and Protect
Enabling
Entitlement
Tolerance
Core Team Meeting
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Enabling is any act or failure to act that
protects someone from the unpleasant
consequence of doing wrong. …
“Let off the hook”
Do you hear, “Poor Johnny’s grandmother is
raising him because his parents are both
incarcerated.”
While they are at school – they are safe! They
are expected to be treated equally.
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The moment we tolerate the inappropriate
actions of a person who feels entitled to use
violence, we’re contributing to a ripple effect
that will cover the entire system.
Students become desensitized to violence
through life experience and media…violence
is normal.
All students WILL BE considered equal during
the school hours.
They are safe at school. All rules apply.
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Teachers take the “I don’t want to deal with it
approach.”
They are not my kids.
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Not your classroom management
Attendance concerns
Reteaching is a MUST!
Do not BUY the students with incentives. The
goal is to teach them to make independent
choices.
Protect your reading and mathematics
time…before your incentive programs.
Do not use writing as a punishment.
Classroom Rules – Stated Positively! Posted!
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By the 7th Grade students will have witnessed
8,000 murders and 100,000 other acts of
violence.
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Teach expectations of your ENTIRE campus.
Do you students know what is expected in
the cafeteria and how that is different than
the computer lab?
BIF
Strike Sheets
Consistency is key!
Develop a plan for managing BIFs.
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Teach your students that they are to report a
problem to the supervising adult.
Do not pass on the buck to the homeroom
teacher.
Some students will want to only report to
those that they feel they can trust.
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Teach the difference.
Reporting is when you inform an adult in fear
that someone is going to harm them or
someone else.
Ratting is when you inform as adult in order
to get someone in trouble. (Revenge)
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Determine the level of violence
Determine the action to be taken
Determine the consequences to be taken
Therapeutic Interventions
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Each affirmative answer is worth 5 points.
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Inappropriate
behaviors
Arranged by levels
of severity
Includes RSP
Immediate teacher
actions
WVEIS Codes
Triplicate
Conduct Grades
McDowell County 1-8 Student Behavior Identification Form
Student Name _________________________________ Homeroom ____________________ Grade __________ WVEIS# ______________________
Staff Member _____________________________ Location _______________________ Time ______________ Date ________________________
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B.
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Q.
Stage 1
1 point/3 strikes=BIF
“Hands-Off!” (F01)
Assignment Book -Folder
Completed (F01)
Electronic devices/toys (F07)
Homework (F01)
Inappropriate attire/dress
(F04)
Lying (F01)
Materials (F01)
Negative body language (F01)
Not following directions/rules
(F01)
Note-writing or passing (F01)
Out of Seat (F01)
Rumors/gossip (B04)
Signature (F01)
Talking/noise (F01)
Tardy (T01)
Undesignated area (F01)
Other:
A.
B.
C.
D.
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G.
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R.
Stage 2
3 points/1 strike=BIF
Arguing/disobeying staff
member (BDT)
Bullying (CHB)
Cheating (F09)
Computer/tech violation (F06)
Disrespect (B02)
Disruptive behavior (C03)
Failure to attend detention
(V01)
Graffiti (LDP)
Inappropriate affection (B01)
Insubordination (F02)
Name calling (B04)
Profanity (general) (B04)
Providing false information
(L03, L04, L06)
Skipping class (T02)
Taunting/ridiculing (C04)
Temper tantrum (C03)
Willful disobedience (BDT)
Other:
Stage 3
5 points/1 strike=BIF
A. Alcohol (SA1, SA2)
B. Biting (CP1)
C. Destruction of property (LDP)
D. Extortion/intimidation (CHB)
E. Fighting (CP1)
F. Habitual violation of school
rules (FRH)
G. Hazing
H. Hitting (C03)
I. Improper operation of motor
vehicle
J. Kicking (C03)
K. Leaves school building/grounds
(T04)
L. Pinching (C03)
M. Profanity directed toward staff
(BPE)
N. Profanity directed toward
student (BPS)
O. Punching (C03)
P. Pushing (C03)
Q. Racial slurs (CHR)
R. Rough play (C03)
S. Sexual harassment (CHR)
a. Inappropriate touching
b. Verbal/physical connotation
T. Spitting (C03)
U. Stalking (C05)
V. Stealing (CP1)
W.
Threats (C06)
X. Tobacco (ST1, ST2)
Y. Trespassing
Z. Tripping (C03)
AA. Verbal assault on school
employee (CP2)
BB. Other:
Stage 4
100 points/1 strike=SDR
A. Battery on another student
(C02)
B. Battery on school employee
(CP3)
C. Bomb threat (XBT)
D. Drugs (SM1)
E. Pulling fire alarm (L05)
F. Weapons
G. Other:
Staff comments: ___________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
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Stage 1
Conference with counselor (A12)
Denial of participation in
class/school activities
Detention
Home visit
Parent phone call/note (A13)
Peer Mediation
Seat change
Student/teacher conference
Team referral
Time out
Written contract
Other:
Teacher Actions
Stage 2
Stage 3
A. Conference with counselor (A12)
A. Conference with counselor (A12)
B. Conference with principal (A04)
B. Conference with parent (A17)
C. Denial of participation in class/
C. Conference with teacher
school activities
D. Detention
D. Detention
E. Home visit
E. Home visit
F. Parent phone call/note (A13)
F. Loss of technology privileges
G. Principal action
G. Parent phone call/note (A13)
H. SDR: Student Discipline Referral
H. Peer Mediation
I. Team referral
I. Seat change
J. Other:
J. Student/teacher conference
K. Team referral
L. Time out
M. Written contract
N. Other:
Stage 4
A. SDR-Student Discipline
Referral/Principal action
B. Other:
BIF Agreement
I promise to take this document home.
Signature _________________________________________________________________________________________________________________
Remarks _________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Teacher recommendations: _________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
White – Parent
Yellow – RP Team
Pink – Staff
Staff member issues a BIF
Core Team discusses “repeat
offenders” and tries to match
student with a mentor.
Mentors review BIFs before
sessions.
R&P Core Team
Member reviews
child’s behavior
file and
determines
further
interventions
needed.
One copy to child to
take home.
One copy to classroom
teacher files.
One copy to principal
to record onto WEVIS.
Principal reviews
action taken by
staff member, and
places it into R&P
Core Team
Member’s
mailbox.
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Letter
Letter
Letter
Letter
1
2
3
4
– After 5 BIFs
- After 10 BIFs
– Continuous Behavior Problem
– Child came to school without
parent representative.
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SAT Referrals – Start the process with your
students that exhibit violent behaviors and
those that are non-violent..
Mentors
DHHR – Youth Services
In School Suspension
FRNs
Juvenile Probation
School Nurses
Law Enforcement
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What did you see change in this scenario?
What is the benefit of consistent school-wide
behavioral documentation?
If you were an administrator, would you
appreciate having this documentation?
If you were a teacher, would you appreciate
having this documentation?
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Was this “tattling?”
How does reporting contribute to a safe
school climate?
Why is it important for the students to be
able to trust the adults in the building?
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What is the value of these reviews?
How could this improve school climate?
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Be consistent! Cheerlead! Communicate!
Meet weekly
Teacher Memos
Make referrals
Review BIFs (patterns or frequency)
Responsible for certain grade levels
Inform parents and community
Teach your staff – THEY ARE ALL OUR KIDS!
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Definition of violence
Say it! Recite it! Believe it!
BIF
Consistent Classroom Management
Core Behavior Team
Surveys
Parent/Teacher Involvement
Teach EXPECTATIONS
Reporting vs. Ratting
School Wide Incentives
Agendas
Build your “tool box” of support services
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Morning pledge
Greeters each morning
Reporting vs. Ratting
Class Meetings
Teaching the BIF
Saying “yes, mam”
Handshake and eye contact
Posting of the definition
Teaching how to control anger
Student leaders
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Talk to your neighbor about one thing that
you would have done differently if you were
the teacher?
What did you see that goes against the R&P
Initiative?
Did she tolerate some classroom disruptions?
Did she interrupt the learning process?
Did she make threats?
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WVMPSC Plan
Complete as a Core Team
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Think of 5 barriers or challenges that you can
foresee happening in a school when
implementing the R&P Initiative.
Visit survey link on the Technology
Department webpage to complete this
activity.
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County monitoring form
Rules and Procedures Posted
Evidence of promoting positive behavior
Maintains classroom management without
interruption
Behavior chart displayed
Utilizes card chart consistently
On-Site Visitation Form from WVDE
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The Council met and agreed to provide all
R&P Schools with 4 hours of professional
development for 6 Core Team Members to
analyze data, collaborate, and ensure
consistent pervasive program
implementation.
Teams must submit staff development forms
prior to the meeting to Zanetta Thomas.
“If a child doesn’t know how to read,
we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive,
we teach.
If a child doesn’t know how to behave,
we……...
…….teach?
……punish?
Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
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